Master of Science in Nursing in Leadership and Quality Healthcare

Why take this course?
This programme aims to:

1. Provide a stimulating and challenging academic and scholarly environment for students who wish to advance their academic and professional development.

2. Enable students to develop a mastery of complex and specialised knowledge, with a critical awareness of issues at the forefront of nursing.

3. Develop conceptual knowledge and advanced understanding of how techniques of enquiry enable the critical and objective analysis, interpretation and application of research and scholarly evidence.

4. Through completion of a dissertation, challenge existing knowledge and facilitate the development of new ideas and ways of thinking.

What will I experience?
The teaching strategies employed in this Masters of Nursing programme will reflect the move from a teacher-centred approach to a learner-centred one. This programme is designed to:

• be dynamic and challenging leadership skills using scenario and case studyapproaches
• stimulate the learner to become active in his/her own learning through reflection and debate.
• The learning environments created espouse for the student to:
• feel safe,
• respected and supported
• allowing the student to become an active participant in their learning.

What opportunities might it lead to?
Graduates from this MSc. or the embedded awards i.e. Certificate/Postgraduate Diploma have the potential for employment in multiple domains of practice. There are multiple areas for career advancement, both nationally and internationally with MSc identified as an essential requirement for career progression and promotion in both administrative and clinical managerial posts. Alternatively, graduates would be ideally positioned to continue in PhD programmes

Assessment Information
Assessment is a continuous process which aims to measure the achievement of students in relation to the learning outcomes. It is combined with appropriate feedback, to assist students in improving their performance in relation to set criteria for progression towards, or for the award of the degree. Assessment can be practical or theoretical, formative and/or summative, and administered by lecturers, students themselves or their peers. The use of self and peer-assessment is used regularly as a formative strategy to develop students’ skills in gauging and evaluating their own performance and that of their fellow colleagues.

Assessment strategies are focused on the measurement of outcomes and competencies as identified in this programme. At the beginning of each academic year all students are given an Assessment Schedule so that they can plan and organise their work. Each module has clear marking criteria that is available to students and external examiners when they are reviewing the work. All of the assessments are based on the premise of the integration and application of theory to practice, whilst also achieving and demonstrating the various competencies’ appropriate to students completing a Level 9 programme.